Policing and Teaching: The Positioning of Black Male Teachers as Agents in the Universal Carceral Apparatus

Given the challenging in- and out-of-school outcomes that some boys and young men of color exhibit, researchers, policymakers, and practitioners have advocated for increasing the number of Black male teachers. This strategy is predicated on the belief that having same-race and same-gender teachers can improve student learning. Drawing on Shedd’s Universal Carceral Apparatus and Brown’s Pedagogical Kind, this study used the qualitative method, specifically phenomenology, to explore the school-based experiences of 27 Black male teachers across 14 schools in one urban school district. Participants perceived that their peers and school administrators positioned them to serve primarily as disciplinarians first and teachers second. The Black male teachers described how their colleagues expected them to redirect student misbehavior. They rejected the idea that they were magically constructed or that students who were deemed as misbehaving responded to the teachers’ redirection simply because they were Black men. Instead, participants described how they attended to students’ social and emotional development, thereby influencing their capacity to engage and manage perceived misbehavior. Implications for future research are presented at the conclusion of the study.     

Interpreting and using student ratings data: Guidance for faculty serving as administrators and on evaluation committees

This article is about the accurate interpretation of student ratings data and the appropriate use of that data to evaluate faculty. Its aim is to make recommendations for use and interpretation based on more than 80 years of student ratings research. As more colleges and universities use student ratings data to guide personnel decisions, it is critical that administrators and faculty evaluators have access to research-based information about their use and interpretation.The article begins with an overview of common views and misconceptions about student ratings, followed by clarification of what student ratings are and are not. Next are two sections that provide advice for two audiences—administrators and faculty evaluators—to help them accurately, responsibly, and appropriately use and interpret student ratings data. A list of administrator questions is followed by a list of advice for faculty responsible for evaluating other faculty members’ records.     

Aligning Mathematics Teacher Work Sample Content with Selected NCTM Standards: Implications for Preservice Teacher Education

Teacher Work Sample Methodology has been described as an alternative means/set of procedures for assessing teacher effectiveness in producing student learning that are more authentic than traditional means of teacher certification. To investigate the degree to which the methodology aligns with state/national standards, 50 work samples produced by student teachers at Western Oregon University between fall 1991 and spring 1999 were analyzed to determine: (1) the efficiency of Teacher Work Sample Methodology in moving state and national standards, for example, the NCTM standards, into the classroom; and (2) the extent to which Teacher Work Sample Methodology promotes alignment of standards, content, instruction and assessments of instruction. The research found that a majority of the student teacher work samples demonstrated weak alignment or no alignment between stated instructional objectives and selected NCTM Curriculum and Evaluation Standards (Problem Solving, Communication, Reasoning, and Connections). However, in most of the work samples, more than half of the pre/post-assessment methods (performance, knowledge) were aligned with the instructional objectives.     

Impacts of Learning Standards and Testing on Gifted Learners in STEM Schools: A Multilevel Analytic Induction

This article shares findings from a multilevel analytic induction of administrators, teachers, and gifted students within specialized science, technology, engineering, and mathematics (STEM) schools about their beliefs regarding the role of standards and standardized tests in the education of gifted learners. Sharing results from a cross-case analysis of six schools, we explore the ways in which student experiences of standards-based learning differ from the perceptions of their teachers and school administrators. We found that there is no consensus across administrators, teachers, and students regarding the impact that standards have in the educational process or on outcomes within specialized STEM schools, though all community members value and seek to create deep learning opportunities for students.     

高校学生事务管理者专业发展初探

高校学生事务管理专业化要求学生事务管理者具备相应的专业素质且不断发展。从高校学生事务管理者专业发展的必然性出发,论述了高校学生事务管理者的知识、能力、理念等方面的专业素质,探索了高校学生事务管理者专业发展的实现路径,提出国家和社会对学生事务管理者要有职业认同、进行专业教育,高校要重视其专业发展并组织实施,学生事务管理者自身要坚持学习、研究与实践。     

高职经济管理类专业课程考核方式改革及指标体系设计

围绕高职教育培养目标,克服传统课程考核方式中考核方式形式单一,考核环节及指标设计与教学目标脱节,考核过程及成绩不能体现学生能力发展、与行业标准及企业岗位要求的不足等现象,高职经济管理类专业课程考核的基本思路应重视过程考核、实践考核、综合能力考核,以物流管理、市场营销、连锁经营管理等专业的部分课程为例,分析及探索从职业素养、职业能力、专业基础等三方面设计考核指标。     

学生事务管理者的新转型——从批判性文化观点的视角分析

学生事务管理者向新的角色转型是提高学生管理水平、培养高素质人才的重要途径。以女权主义、批判性理论、后现代主义和多元文化主义为基础的批判性文化观点对学生事务管理者的新转型具有重要的影响。于是，从强调民主、平等、关爱和多元文化的批判性文化观点入手，为分析学生事务管理者为何转型、向哪转型以及如何转型提供了一个新的视角。     

Student Progress in Learning: Teacher Responsibility, Accountability, and Reality

Educator accountability for student progress in learning goes hand-in-hand with the social contract that assigns responsibility for education to schools. From this perspective accountability rests most heavily with teachers, since they are the most directly responsible for learning, but it extends to specialists, school administrators, and school board members as well. To accommodate the realities of classrooms, schools, families, and communities, however, the caveat is added that teacher accountability needs to be thought of as both conditional and collective. The implications of this view are discussed for teacher work, teaching as a profession, and the meaning of reasonable and defensible standards of performance when addressing the issue of educator accountability for student learning. Illustrative criteria of accountability are proposed, which the author believes to represent a realistic balance between the ethical obligations of a profession, the dependence of citizenry on these obligations being met, and the hard realities encountered in attempting to meet them.     

Does a Nexus Exist Between the Work of Administrators and Student Outcomes in Higher Education?: An Answer from a Systematic Review of Research

Journal articles within the field of higher education that focus on college and university administrators, have for the most part, examined topics such as leadership, governance, and institutional effectiveness. Recently, internal and external critics have questioned the ability of college and universities to impact educational outcomes, more specifically student outcomes. In this regard, this study sought to examine how the work of administrators in higher education affects student outcomes. From a systematic review of 10 years of research studies on higher education that focus on administrators as a unit of analysis in higher education, the researchers found that the nexus between the work of administrators and student outcomes was nascent.     

College Counseling and Student Retention: Research Findings and Implications for Counseling Centers

College counseling centers may come under increasing scrutiny by administrators regarding how their services contribute to student retention. College counselors can use data to demonstrate a positive influence of counseling on retention, but they also need to educate administrators that student retention should be a consideration among many when evaluating the efficacy of services. The author reviews findings from studies on the impact of college counseling on retention and addresses implications for counseling centers.     

试论高校图书馆学生管理员的培养

高校图书馆使用学生管理员能充分发挥图书馆的教育职能,培养学生的实践能力,弥补工作人员的不足。学生管理员的培养要从培训、示范、创设环境诸方面入手。     

新课程标准下情意目标的确立与实践

教学目标是教师专业活动的灵魂,课堂教学的方向,评价教学是否有效的直接依据,学生学习的向导,是有效教学的重要环节。情意目标是教学目标的一个纬度,在新课程标准下情意目标的实践有很大的空间,这里从情意目标的认识、设计调查、反思、达成策略等方面进行论述,以期在教学中对情意目标的实践引起重视。     

Disability Rights in Higher Education: Ensuring Kinesiology Program and Accreditation Standards Do Not Discriminate

The number of students with disabilities pursuing higher education is increasing; therefore, faculty and administrators have a growing need to understand their responsibilities in preventing discrimination against this population (Gamble, 2000). The purpose of this article is to articulate disability legislation mandates and applications to kinesiology personnel and program and accreditation standards. Based on antidiscriminatory statutes, institutions or academic programs must provide academic adjustments to a student with a disability, must give preference to the student's documented adjustment request, must provide accessibility to the program, and must have a grievance procedure for the student. To benefit from these stipulations, a student must self-identify, initiate the adjustment request, and provide documentation of the disability and needed adjustments.     

信息时代成人教育管理模式的创新

信息时代的到来对于当前的成人教育管理模式提出了新要求和挑战。把成人教育管理模式视为一个复杂的整体性系统,从系统参与者(包括管理人员、教师、学员等)的角度出发,对成人教育管理模式中的教育理念、培养目标、教学模式、学生管理等方面进行创新研究,提出对策使之更符合信息时代的教育需求。     

Elements of a successful capstone course considering the needs of stakeholders

One of the principal objectives of engineering education is to prepare graduates for the practice of engineering in industry. Industry involvement in the educational process can be very helpful in devising programs to meet this objective. Yet, engineering education has a number of other stakeholders including students, faculty, academic administrators, and others. Identifying and meeting the needs and wants of these various stakeholders is essential in developing educational programs and learning activities that are effective and sustainable. Stakeholders in engineering education are identified, including their wants and needs. Alternative approaches to developing a Capstone course, with input from these stakeholders, are proposed and evaluated in light of stakeholder needs and wants. A case study for developing a two-semester senior design capstone course at Brigham Young University is presented. In this example more than 300 industry sponsored, design and build, projects have been completed by cross-functional student teams over more than ten years. Feedback from alumni on the success of this course in meeting desired educational objectives is also presented.     

Ten Years of Puzzling about Audience Awareness

The decisions evaluators make regarding how to work with teachers through the annual evaluation process can have a positive impact on teacher growth and student learning. In this article, the author examines the quality of feedback and how administrators use and provide this feedback to teachers through the evaluation process. What constitutes quality feedback? How does quality feedback support teachers' instruction? How can the supervision and evaluation process offer both teachers and administrators an opportunity to work together to improve student learning? The evaluation process should support the goal of maintaining a high level of quality instruction. In the end, the goal is to increase student learning by improving the effectiveness of teaching.     

The Performance Assessment System: A Portfolio Assessment Model for Evaluating Beginning Teachers

The Performance Assessment System (PAS) is a portfolio assessment mechanism used to evaluate beginning teacher performance as a function of the teachers approach and effectiveness at increasing student learning and growth. The PAS was originally developed by Teach For America, the national teacher corps, as an internal assessment tool for its teachers. The PAS has evolved in response to input from participants, administrators, and external evaluations over the course of four pilot implementations. Specifically, developers have streamlined requirements, focused efforts to incorporate measures of student performance, and clarified scoring rubrics. The PAS continues to be piloted as an assessment resource that eventually will help districts to retain only beginning teachers who are effective in the classroom and will empower states to license only teachers whose performance meets approved standards.     

The missing link: an econometric analysis on the impact of curriculum standards on student achievement

Nationwide, state policy-makers have increasingly adopted curriculum standards as a means of improving education. However, relatively little empirical research has been done to investigate if a link actually exists between curriculum standards and student performance. Using data collected by the New York State Department of Education, the impact of standards on high school student achievement is examined through estimation of a one-way fixed-effects model of the education production function. Curriculum standards are operationalized as the award of a “50–64” variance, which is considered a means of increasing the number of students taking demanding courses. The findings suggest that curriculum standards can improve student performance, but they do little to improve equity. While larger portions of pupils pass curriculum-based assessment exams, continued associations between select student characteristics and student performance remain.     

何谓优质学校——基于40位教管人员的访谈研究

本文主要运用质化访谈的研究方法,聚焦和深究了40位教管人员对于优质学校的看法。本研究将优质学校设定为达到相应的办学标准以及能全面促进学生生动活泼的发展和健康自由成长的学校,并从人员、财物、事务和气质四个向度系统考察研究优质学校。由此形成了五个相互关联的主题:一是教管人员眼中的理想学校,二是人员视角的优质学校建设,三是财物视角的优质学校建设,四是事务视角的优质学校建设,五是气质视角的优质学校建设。研究发现,三类教管人员对于优质学校的看法既有相似之处也有不同之处。当下优质学校建设须化解财物性阻碍和应试性阻碍,而深究和澄明以人为本的实质,则成为优质学校建设亟待回答的问题。